Curriculum Overview Last revised
|
|
- Madison Moore
- 6 years ago
- Views:
Transcription
1 Knowledge that will change your world Curriculum Overview Last revised The four-year UASOM undergraduate medical curriculum scaffolds basic science principles with clinical knowledge and applications and encourages active, case-based learning. There are four phases to the UASOM curriculum: 1. Phase 1: Pre-clerkship (~18 months) 2. Phase 2: Required clerkships (~12 months) 3. Phase 3: Scholarly Activity (~ 2 months) 4. Phase 4: Pre-residency experiences (~10 months), including acting internships and electives Additionally, there are several components woven more longitudinally within the UASOM curriculum: 1. Learning Communities (LCs) 2. Introduction to Clinical Medicine (ICM) 3. Service Learning Opportunities (required and optional) 4. Interprofessional education opportunities, including simulations (required and optional) 5. Evidence-Based Medicine (EBM) 6. Special Topics 7. Co-Enrolled Electives (optional) A description of the UASOM curriculum and its components follows in the section below. Phase 1: Pre-clerkship (~18 months) The pre-clerkship phase focuses on developing students communication and clinical skills while exposing students to a wide array of basic science knowledge and clinical scenarios. There are a variety of instructional strategies employed within the pre-clerkship curriculum, including large group discussions, lectures, laboratories, clinical correlation workshops, small group activities, and various team-based, case-based, independent, and/or self-directed learning activities. Typically, courses are incorporated into the pre-clerkship curriculum as specific modules and serve to consolidate basic science knowledge and clinical correlates in structured segmental experiences, with elements of integration and review. Each module is typically coordinated and led by a Module Director (a joint medical sciences faculty member) and a Clinical Co-director, in an effort to balance and reinforce the relationship of basic science knowledge with clinical correlations and patient care. There are two introductory modules in the fall term of the first year: (1) The Patient, Doctor, and Society (PDS) module reinforces with students principles of professional behavior and medical ethics, evidence-based medicine, effective communication skills, the importance of self-directed learning and reflection, and the historical context of medicine, followed by (2) The Fundamentals of Medicine module (17 weeks) that focuses on building and reinforcing a solid foundation of basic science knowledge that is important to understanding the elementary principles in the basic sciences, cell biology and genetics, microbiology and immunology, the pathophysiology of disease, and principles and mechanisms of pharmacology. The remainder of the first-year and second-year curriculum is comprised of nine organ-based modules that include Cardiovascular, Pulmonary, Gastrointestinal, Renal, Musculoskeletal and Skin, Neurosciences, Hematology/Oncology, Endocrine Systems, and Reproductive Systems. The organ-based modules address basic science concepts as they relate to particular organ system functioning, pathophysiology, and disease 1
2 management. Basic science principles are addressed for each organ system, woven together with clinical correlates and applications to prepare students for the clerkships. In addition to the modules, there are other experiences integrated within the pre-clerkship curriculum: 1) Introduction to Clinical Medicine (ICM) extends longitudinally throughout the first two years concurrently with the pre-clerkship modules to provide students with history taking, physical exam, and practical clinical skills and doctor-patient communications training. ICM develops and reinforces historytaking and physical exam skills in combination with small group meetings, lectures and large group discussions, demonstrations, practice exam sessions, and other clinically related experiences. The material presented in ICM is integrated to correlate with each pre-clerkship module (PDS, Fundamentals of Medicine, and the nine organ-based modules). Upon matriculation, each student is assigned to an ICM small group based upon his/her Learning Communities small group assignment. Each ICM group is then paired with a Clinical Skills Scholar (CSS) who is a trained physician clinical educator who facilitates the CSS-led ICM small group meetings with students throughout the entire pre-clerkship curriculum. The majority of ICM experiences include these small group meetings with the Clinical Skills Scholars (CSS) or with fourth year medical students who serve as clinical skills teaching associates (CSTAs) for CSTA-led ICM experiences. From the first week of medical school, students are exposed to patients. ICM provides students with opportunities to interact with patients, to learn clinical skills, and to begin to apply students growing medical knowledge. Initially, the student will develop the communication skills necessary for effective therapeutic patient relationships and to share patient information and communicate effectively with colleagues and other caregivers. Students will become familiar with the techniques of medical interviewing and history taking, as well as more challenging aspects of the medical interview, such as dealing with emotion in the interview and inquiring about sensitive topics. Students then progress to the clinical skills of physical examination techniques, physical diagnosis and case presentation. Throughout ICM, students will learn about and practice demonstrating the professional behavior and skills of selfdirected learning that will make them a successful physician. 2) There is an Evidence-Based Medicine (EBM) course (primarily online) that occurs concurrently with the modules during the second-year medical curriculum. Student must successfully complete each of the evidence-based medicine requirements in order to pass the course. 3) Throughout the pre-clerkship curriculum, gross anatomy is taught in conjunction with the fundamentals and organ-based modules via a combination of laboratory, lecture, small group, case-based, selfdirected learning, and team-based learning strategies. Experiential learning in gross anatomy focuses on cadaver dissections and prosections that are complemented with radiological and surgical anatomy, including ultrasound and CT images. Moreover, students are exposed to additional experiences throughout the four-year curriculum that include: 1) Several longitudinal themes are woven throughout the pre-clerkship curriculum and may extend into the third and fourth year of the clinical curriculum. Examples of longitudinal themes include cultural competence and health disparities, women s health, geriatrics and palliative care, behavioral sciences, ethics and humanities, prevention and patient education, to name a few. 2) Required and optional service learning and interprofessional education opportunities are available throughout the curriculum, in conjunction with community-based collaborations (such as Equal Access Birmingham), courses and clerkships, Learning Communities, ICM, and the Center for Interprofessional Education and Simulation. 3) Interprofessional Simulation opportunities are incorporated into the majority of the pre-clerkship courses. These experiences provide students with a hands-on clinical application of the themes covered in preclinical modules. In additional to the clinical content, a structured interprofessional curriculum is covered in a team based setting with students and faculty from the school of nursing. Faculty members give real time feedback using a structured debriefing format. 2
3 4) The Learning Communities (LC) course spans all four years of medical school as a core curriculum requirement. The mission of the Learning Communities Program is to foster longitudinal relationships in a safe and inclusive environment to promote personal wellness and professional development. Our goal is to create healthy people who will be effective physician leaders. LCs meet on a regular basis throughout medical school, covering a wide variety of topics, aimed to develop skills that students need to become healthy, successful people and physician leaders. Students are assigned to one of eleven LCs upon matriculation. Students remain in these LCs until graduation. Components of the Learning Communities curriculum include service learning, health and wellness, ethics, interprofessional education, communication, health disparities, and culturally responsive health care. Attendance at Learning Community meetings is required, with the exception of social activities, which are optional. Students are required to attend 80% of the Learning Community meetings (excluding social activities) to successfully pass the course. Learning Communities are Pass/Fail. 5) Special Topics represent one-to-two week mini-immersion courses on a broad array of topics that students may select or develop based upon interest. Students and/or faculty may propose a Special Topics course, subject to approval for enrollment by the Associate Dean for Undergraduate Medical Education. Special Topics are available throughout years 2-4. Four weeks of Special Topics are required for graduation, but students may participate in additional special topics courses on topics of interest. 6) Co-enrolled Electives represent optional semester-like experiences that occur concurrently with preclerkship and clinical courses and may explore a wide variety of issues facing medicine today. Coenrolled elective offerings vary by term and by year but represent additional opportunities for students to engage in topics of interest to augment their educational course of study. Students must be active in good standing and may only enroll in one co-enrolled elective at a time. Co-enrolled electives may be available for concurrent enrollment of one or more medical student classes during a specified term but are not available for first-year medical student enrollment in the fall term. Successful completion of a co-enrolled elective may be credited toward 2 weeks of elective credit. A maximum of 4 weeks of coenrolled electives (2 co-enrolled electives only) may be used toward the elective requirement for graduation. Students must successfully complete the pre-clerkship curriculum and earn a passing score on the USMLE Step 1 examination before students may enter the clinical curriculum, including clerkships. Phase 2: Required clerkships (~12 months) Third-year clinical courses, or clerkships, provide the opportunity to apply the basic sciences, to improve problem-solving and critical reasoning skills to continue the development of skills in interviewing and examining patients, and to allow increasing levels of responsibility for patient care in both hospital and ambulatory settings. Students must successfully complete all 44 weeks of required third-year clerkships at their clinical campus sites (Birmingham, Tuscaloosa, Huntsville, or Montgomery) assigned upon matriculation. Eight-week clerkships include Medicine, Surgery, Pediatrics, and Obstetrics/Gynecology. Four-week clerkships include Psychiatry, Neurology, and Family Medicine. Clerkships may be taken in any order. Students must successfully complete all required clerkships before taking Step 2 CK or participating in away /extramural electives. Special Topics and Co-Enrolled Electives experiences may also be available for enrollment. Students in the third year do have the opportunity to defer one clerkship to the fourth year and take one or more acting internships (AIs) or clinical electives. For example, a student may wish to defer a clerkship to explore specialty fields of interest further. A student in the third year only may defer a clerkship, ambulatory AI, or Scholarly Activity 8-week credit to the fourth year provided that the student has successfully completed the (1) Medicine Clerkship, (2) Surgery Clerkship, and (3) any clerkship discipline in which the student is planning to add as the AI or elective. 3
4 Phase 3: Scholarly Activity (~ 2 months) University of Alabama School of Medicine: Curriculum Overview Last revised: The Scholarly Activity is a required component of the four-year curriculum and culminates with completion of the scholarly project. The goals of the Scholarly Activity are to (1) provide students with an opportunity to employ their unique skills and talents to pursue a project of their choosing under the mentorship of an expert in the field; (2) provide mentorship and guidance for students interested in careers that integrate research, teaching, and clinical service (academic medicine); (3) foster development of analytical thinking skills, rational decision making, and attention to the scientific method; (4) enhance communication skills; and (5) enhance self-directed learning. Whether a student intends to pursue a career in academic medicine or in private practice, skills in analytical thinking and rational decision making are essential for medical practice in the 21 st century. By having students design, perform, and present a scholarly project of their own choosing, the Scholarly Activity provides a unique opportunity to develop and enhance skills in analytical thinking and rational decision making. Faculty serve as Scholarly Activity mentors in a variety of focus areas, depending upon the nature of their research: (1) Laboratory-based biomedical research, (2) Patient-based research, (3) Medicine and humanities, including ethics, (4) Community and rural health, (5) Public and international health, (6) Health education and outcomes research/quality measures/informatics. It is the hope that under the mentorship of a faculty expert that students will use this opportunity to develop a project that embodies not only student talents, but also student passions. The Scholarly Activity project must be designed to test a specific hypothesis or investigate a specific question within a focus area. This can be achieved through (1) data collection and analysis or (2) a critical review of the literature or existing data. Depending upon the nature of the project, students may work independently or as part of a team. However, the Scholarly Activity requires that each student submit a sole authored final paper, even if the student plans to submit the paper for publication under joint authorship. Phase 4: Pre-residency experiences (~10 months), including acting internships and electives Students will select from a list of Career Advisors in the field of medicine the student has chosen to pursue. With a Career Advisor, each student will select a schedule that completes a well-rounded education that is also targeted to prepare the student for residency. This is likely to include opportunities for the student to learn teaching skills that are important in residency. A residency preparation course is also available. Additionally, there are opportunities for students to revisit anatomy and the core pre-clerkship sciences with focused anatomic dissection based upon anticipated residency training (such as surgery). There are also opportunities for students to enroll as clinical skills teaching associates (CSTAs) with ICM and teaching associates for interprofessional education simulation experiences. Special Topics and Co-Enrolled Electives experiences may also be available for enrollment. During their senior year, students must complete 12 weeks of required Acting Internships (AIs). Required AIs include (1) four weeks Medicine AI, (2) four weeks Ambulatory AI, and (3) four weeks Surgery AI or Critical Care AI. AI s may be taken in any order following completion of any required prerequisites and clerkships. Any AIs completed beyond the required AIs count toward elective credit. The required Medicine AI and Ambulatory AI must be taken on the student s assigned clinical campus. Completion of the Family Medicine clerkship is a prerequisite for enrollment in any required Ambulatory AI. When students enroll in the required Ambulatory AI may vary by student and by clinical campus in completion of other clerkship and required experiences. Students in the third year on the Birmingham campus may enroll in the third-year Rural Medicine clinical elective for elective credit or a four-week required Ambulatory AI (may include Rural Medicine) for Ambulatory AI credit. Students in the third year on the Huntsville, Tuscaloosa, and Montgomery regional campuses must enroll in a required Ambulatory AI in Rural Medicine that follows the Family Medicine clerkship on that assigned campus; however, students on the regional campuses have the option of deferring both the Family Medicine clerkship and the required Ambulatory AI in Rural Medicine to the fourth year with permission and approval from the respective regional campus. 4
5 Students must also complete 24 weeks of Electives, which may be taken within the tri-campus system or at other approved sites including international locations. Extramural elective opportunities are subject to screening and approval by the School of Medicine. Students must successfully complete all required clerkships before taking USMLE Step 2 CK or participating in away /extramural electives. Additionally, a maximum of four weeks of Co-Enrolled Electives (optional) may be used toward the Elective requirement for graduation. Any AIs above the required AIs for graduation may be counted toward Elective credit. 5
THE UNIVERSITY OF TEXAS HEALTH SCIENCE CENTER AT HOUSTON MCGOVERN MEDICAL SCHOOL CATALOG ADDENDUM
THE UNIVERSITY OF TEXAS HEALTH SCIENCE CENTER AT HOUSTON MCGOVERN MEDICAL SCHOOL 2016-18 CATALOG ADDENDUM I. Fees and Charges II. Curriculum Index Page Page 17 CURRENT: Fees and Charges Computer Fee $200
More informationTHE UNIVERSITY OF TEXAS HEALTH SCIENCE CENTER AT HOUSTON MCGOVERN MEDICAL SCHOOL CATALOG ADDENDUM
THE UNIVERSITY OF TEXAS HEALTH SCIENCE CENTER AT HOUSTON MCGOVERN MEDICAL SCHOOL 2016-18 CATALOG ADDENDUM Index Page I. Mission II. Fees and Charges III. Curriculum IV. Pre-Entry Program Pages 7-8 CURRENT:
More informationPhysician Assistant Studies
The Graduate School Physician Assistant Studies / 343 Physician Assistant Studies http://www.siumed.edu/paprogram/ SCHOOL OF MEDICINE Graduate Faculty: Browning, Ronald, Clinical Instructor, Emeritus,
More informationLongitudinal Integrated Clerkship Program Frequently Asked Questions
Longitudinal Integrated Clerkship Program Frequently Asked Questions The University of Vermont Larner College of Medicine offers a rural longitudinal integrated clerkship (LIC) at the Hudson Headwaters
More informationParamedic Science Program
Paramedic Science Program Paramedic Science Program Faculty Chair Michael Mikitish Chair, Emergency Services Department Emergency Medical Services (EMS) An Associate of Science degree in Paramedic Science
More informationUVM Rural Health Longitudinal Integrated Curriculum Hudson Headwaters Health Network, Queensbury, New York
UVM Rural Health Longitudinal Integrated Curriculum Hudson Headwaters Health Network, Queensbury, New York APPLICATION for AY 2018-2019 Application Deadline: September 8, 2017 Name: Email: Date: Phone:
More informationGUIDELINES FOR COMBINED TRAINING IN PEDIATRICS AND MEDICAL GENETICS LEADING TO DUAL CERTIFICATION
GUIDELINES FOR COMBINED TRAINING IN PEDIATRICS AND MEDICAL GENETICS LEADING TO DUAL CERTIFICATION PREAMBLE This document is intended to provide educational guidance to program directors in pediatrics and
More informationThe development of our plan began with our current mission and vision statements, which follow. "Enhancing Louisiana's Health and Environment"
The Associate Dean of Assessment and the Assessment Committee are responsible for the collection, analysis, and dissemination of data collected within the School. Sources of information include internally
More informationBIENNIUM 1 ELECTIVES CATALOG. Revised 1/17/2017
BIENNIUM 1 ELECTIVES CATALOG 2017 Revised 1/17/2017 Table of Contents Philosophy of the Biennium 1 Electives Program. 4 Biennium 1 Elective Requiremen.. 5 Biennium 1 Elective Time Periods...... 6 Biennium
More informationTHE UNIVERSITY OF THE WEST INDIES Faculty of Medical Sciences, Mona. Regulations
THE UNIVERSITY OF THE WEST INDIES Faculty of Medical Sciences, Mona Regulations MB BS Medical Undergraduate Programme (including the degree of B Med Sci) 1. Entry Requirements...5 2. Qualifications for
More informationGlobal Health Kitwe, Zambia Elective Curriculum
Global Health Kitwe, Zambia Elective Curriculum Title of Clerkship: Global Health Zambia Elective Clerkship Elective Type: Department(s): Clerkship Site: Course Number: Fourth-Year Elective Clerkship Psychiatry,
More informationAnMed Health Family Medicine Residency Program Curriculum and Benefits
AnMed Health Family Medicine Residency Program Curriculum and Benefits Residents receive medical, dental and life insurance benefits. Resident salaries range from $55,500 to $58,000, depending on the year
More informationUIC HEALTH SCIENCE COLLEGES
Academic Mission Report: Board of Trustees March 10, 2010 Joseph A. Flaherty, MD Dean, College of Medicine INNOVATION EXCELLENCE SERVICE Brief History 1858 Illinois Eye and Ear Infirmary opens 1859 College
More informationUniversity of the Cumberlands Master of Science in Physician Assistant Studies Program
University of the Cumberlands Master of Science in Physician Assistant Studies Program PA Catalog and Policy Handbook 2016-2017 Contents PART I: GENERAL POLICIES AND PROCEDURES...6 INTRODUCTION... 7 PROGRAM
More informationRESIDENCY IN EQUINE SURGERY
RESIDENCY IN EQUINE SURGERY Louisiana State University School of Veterinary Medicine Department of Veterinary Clinical Sciences Veterinary Teaching Hospital Revised September 2016 TABLE OF CONTENTS 1.0
More informationUNIVERSITY OF ALABAMA AT BIRMINGHAM. IPEDS Completions Reports, July 1, June 30, 2016 SUMMARY
SUMMARY Degree Level 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16* Certificates 12 21 16 16 17 22 20 21 18 15 Bachelor's 1814 1907 1916 1921 1997 1986 2195 2042 2165
More informationAcademic Catalog
Academic Catalog 2017-2018 August 1, 2017 Page 1 TABLE OF CONTENTS INTRODUCTION... 4 Mission... 4 Philosophy... 5 Core Competencies... 6 ACADEMIC PROGRAM... 6 Graduation Requirements for a Ph.D. Degree...
More informationEquine Surgery Residency Program
Equine Surgery Residency Program School of Veterinary Medicine Louisiana State University Department of Veterinary Clinical Sciences School of Veterinary Medicine Louisiana State University Baton Rouge,
More informationEMORY UNIVERSITY. SCHOOL OF MEDICINE. Emory School of Medicine records,
EMORY UNIVERSITY. SCHOOL OF MEDICINE. Emory School of Medicine records, 1916-2016 Emory University Health Sciences Archives Woodruff Health Sciences Center Library 1462 Clifton Road, NE Atlanta, GA 30322
More informationREGULATION RESPECTING THE TERMS AND CONDITIONS FOR THE ISSUANCE OF THE PERMIT AND SPECIALIST'S CERTIFICATES BY THE COLLÈGE DES MÉDECINS DU QUÉBEC
(This version is offered as a courtesy and holds no official value.) Professional Code (R.S.Q., c. C-26, s. 93, sub. c and c.1, 94 par. i and 94.1) DIVISION I GENERAL PROVISIONS 1. The purpose of this
More informationSchool of Basic Biomedical Sciences College of Medicine. M.D./Ph.D PROGRAM ACADEMIC POLICIES AND PROCEDURES
School of Basic Biomedical Sciences College of Medicine M.D./Ph.D PROGRAM ACADEMIC POLICIES AND PROCEDURES Objective: The combined M.D./Ph.D. program within the College of Medicine at the University of
More informationGRADUATE STUDENT HANDBOOK Master of Science Programs in Biostatistics
2017-2018 GRADUATE STUDENT HANDBOOK Master of Science Programs in Biostatistics Entrance requirements, program descriptions, degree requirements and other program policies for Biostatistics Master s Programs
More informationBiomedical Sciences (BC98)
Be one of the first to experience the new undergraduate science programme at a university leading the way in biomedical teaching and research Biomedical Sciences (BC98) BA in Cell and Systems Biology BA
More informationProgram Curriculum. Organ Systems Block 2 Neuro/Behavior/MS/Derm. Comprehensive Assessment 1 week. Modules weeks
Primary Care Program (PC-ACT) Mercer University School of Medicine Christina Kelly, MD, FAAFP and Robert Pallay, MD, FAAFP Program Overview The Mercer University School of Medicine (MUSM) Primary Care
More informationPROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS
In addition to complying with the Program Requirements for Residency Education in the Subspecialties of Pediatrics, programs in developmental-behavioral pediatrics also must comply with the following requirements,
More informationIMSH 2018 Simulation: Making the Impossible Possible
IMSH 2018 Simulation: Making the Impossible Possible You do it every day. You tackle difficult - sometimes seemingly impossible circumstances as you work to improve patient care through simulation-based
More informationBasic Standards for Residency Training in Internal Medicine. American Osteopathic Association and American College of Osteopathic Internists
Basic Standards for Residency Training in Internal Medicine American Osteopathic Association and American College of Osteopathic Internists BOT Rev. 2/2011 TABLE OF CONTENTS I. Introduction... 3 II Mission...
More informationFACTS. & Figures. University of Pennsylvania School of Medicine University of Pennsylvania Health System
FACTS & Figures University of Pennsylvania School of Medicine University of Pennsylvania Health System 2011 OVERVIEW Penn Medicine is among the most highly regarded academic medical centers in the world.
More informationEDUCATION. MEDICAL LICENSURE State of Illinois License DEA. BOARD CERTIFICATION Fellow, American Academy of Pediatrics FACULTY APPOINTMENTS
CURRICULUM VITAE Jody Lack M.D., F.A.A.P. Associate Professor of Pediatrics Associate Director, Pediatric Graduate Medical Education Division Director of Pediatric Hospital Medicine Southern Illinois University
More informationResearch Output and Publications Impact of Postgraduate Institute of Medical Education and Research Chandigarh ( )
10.5005/jp-journals-10028-1030 ORIGINAL ARTICLE Research Output and Publications Impact of Postgraduate Institute of Medical Education and Research Chandigarh (1999-2008) Raj Kumar, BM Gupta, JS Thakur,
More informationACADEMIC POLICIES FOR THE MD DEGREE
ACADEMIC POLICIES FOR THE MD DEGREE University of Washington School of Medicine 2016-2017 ACADEMIC POLICY MANUAL FOR THE MD DEGREE 2016-2017 TABLE OF CONTENTS PREAMBLE CHAPTER 1: MISSION STATEMENTS...
More informationJohn W. Norbury, 1 Clinton E. Faulk, 1 Kelly M. Harrell, 2 Luan E. Lawson, 3 and Daniel P. Moore Introduction
Rehabilitation Research and Practice Volume 2016, Article ID 6197961, 6 pages http://dx.doi.org/10.1155/2016/6197961 Research Article Impact of a Revised Curriculum Focusing on Clinical Neurology and Musculoskeletal
More informationFOUNDATION IN SCIENCE
FOUNDATION IN SCIENCE Biosciences Culinary Progression Partners Taylor s University offers a world class Foundation in (FIS) programme that is internationally recognised by the following universities:
More informationMASTER OF EDUCATION (M.ED), MAJOR IN PHYSICAL EDUCATION
Master of Education (M.Ed), Major in Physical Education 1 MASTER OF EDUCATION (M.ED), MAJOR IN PHYSICAL EDUCATION Major Program The sports education concentration (master s only or master's and teacher
More informationDRAFT PROPOSAL. The Faculty of the Department of Biological, Chemical, and Physical Sciences Illinois Institute of Technology
DRAFT PROPOSAL ILLINOIS COLLEGE OF OPTOMETRY AND ILLINOIS INSTITUTE OF TECHNOLOGY COMBINED 3 + 4 BACHELOR OF SCIENCE IN BIOLOGY & DOCTOR OF OPTOMETRY DEGREE PROGRAM The Faculty of the Department of Biological,
More informationMEDICAL COLLEGE OF WISCONSIN (MCW) WHO WE ARE AND OUR UNIQUE VALUE
MEDICAL COLLEGE OF WISCONSIN (MCW) WHO WE ARE AND OUR UNIQUE VALUE TO THE COMMUNITY Presented by John R. Raymond, Sr., MD President and CEO, MCW June 5, 2017 Agenda 1. Who We Are 2. MCW Financial Model
More informationCourse outline. Code: HLT100 Title: Anatomy and Physiology
Course outline Code: HLT100 Title: Anatomy and Physiology Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2017 Course Coordinator: Ann Framp Email: aframp@usc.edu.au
More informationUniversity of Kansas School of Medicine. Cardiopulmonary
University of Kansas School of Medicine Cardiopulmonary Module Director and Co-Directors John Wood, PhD jwood2@kumc.edu - Director Associate Professor, Departments of Molecular & Integrative Physiology
More informationAcademic Search Alumni Edition Full Text Subject Title List
Academic Search Alumni Edition Full Text Subject Title List (Academic Journal, Magazine, Trade Publication, etc.) Category Discipline Subject Source Type ISSN Publication Name Health & Medicine Nursing
More informationPHYSICAL EDUCATION AND KINESIOLOGY
PHYSICAL EDUCATION AND KINESIOLOGY Department Chair: Dr. Jeff Moffit Department Office: Education Building, 142 Telephone: (661) 654-2187 email: lstone3@csub.edu Website: www.csub.edu/sse/peak Faculty:
More informationMedical student research at Texas Tech University Health Sciences Center: Increasing research participation with a summer research program
Medical education Medical student research at Texas Tech University Health Sciences Center: Increasing research participation with a summer research program Jannette M. Dufour PhD, Ernestine Gregorcyk,
More informationEmory PA Board Review Speaker Information 2016
Emory PA Board Review Speaker Information 2016 Albert Anderson, MD University of California at Berkeley B.A. in History with completion of pre-medical curriculum, Cum Laude, 1993 University of North Carolina
More informationMedical Student Education Committee. MSEC Minutes: August 18, 2015
Medical Student Education Committee MSEC Minutes: August 18, 2015 The Medical Student Education Committee of the Quillen College of Medicine met on Tuesday, August 18, 2015 at 3:30 pm in the Academic Affairs
More informationAnalysis of European Medical Schools Teaching Programs
44(1):26-31,2003 STUDENT CMJ Analysis of European Medical s Teaching Programs Tina Dušek, Tamara Bates Zagreb University of Medicine, Zagreb, Croatia Aim. To compare the teaching programs of European medical
More information- COURSE DESCRIPTIONS - (*From Online Graduate Catalog )
DEPARTMENT OF COUNSELOR EDUCATION AND FAMILY STUDIES PH.D. COUNSELOR EDUCATION & SUPERVISION - COURSE DESCRIPTIONS - (*From Online Graduate Catalog 2015-2016) 2015-2016 Page 1 of 5 PH.D. COUNSELOR EDUCATION
More informationUpdate on Psychology
Update on Psychology Education in VA Robert Zeiss, Ph.D. Director, Associated Health Education Office of Academic Affiliations (10A2D) VA Central Office, Washington, DC VA Psychology Leadership Conference
More informationApplication Guidelines for Interventional Radiology Review Committee for Radiology
Application Guidelines for Interventional Radiology Review Committee for Radiology The new interventional radiology residency will replace the current one-year vascular and interventional radiology (VIR)
More informationName in full: Last First Middle. Telephone: Day Evening Social Security No.: Internship: Dates of Start and Completion. Name and Address of Hospital:
Jefferson Health System Check program for which you are applying Name in full: Last First Middle Present Mailing Address: E-mail: Telephone: Day Evening Social Security No.: Permanent Mailing Address:
More informationSection 1: Program Design and Curriculum Planning
1 ESTABLISHING COMMUNITY-BASED RESEARCH NETWORKS Deliverable #3: Summary Report of Curriculum Planning and Research Nurse Participant Conference Section 1: Program Design and Curriculum Planning The long
More informationClinical Review Criteria Related to Speech Therapy 1
Clinical Review Criteria Related to Speech Therapy 1 I. Definition Speech therapy is covered for restoration or improved speech in members who have a speechlanguage disorder as a result of a non-chronic
More informationERNEST MARIO SCHOOL OF PHARMACY
ERNEST MARIO SCHOOL OF PHARMACY Information on the following subjects may be found in the General Information section at the back of this catalog: Student Life and Services, Admission, Tuition and Fees,
More informationCourse Selection for Premedical Students (revised June 2015, with College Curriculum updates)
Course Selection for Premedical Students (revised June 2015, with College Curriculum updates) Premedical students can choose any major, and many of the courses that an individual premedical student takes
More informationApplications from foundation doctors to specialty training. Reporting tool user guide. Contents. last updated July 2016
Applications from foundation doctors to specialty training Reporting tool user guide last updated July 2016 Contents Overview... 2 Purpose of the reports... 2 The reports can be found on the GMC website:...
More informationFACULTY OF MEDICAL SCIENCES MONA. Year ending July 31, Professor Owen St. Clair Morgan, CD, MA, MD Dub, FRCP, FACP Dean
FACULTY OF MEDICAL SCIENCES MONA Year ending July 31, 2005 Professor Owen St. Clair Morgan, CD, MA, MD Dub, FRCP, FACP Dean Dean s Overview cademic Year 2004/5 ushered significant policy changes for the
More informationEDUCATION: BS, The University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, Health Care Administration & Biology, 1998 ACADEMIC EXPERIENCE:
Updated 09/25/2013 Gregory E. Ellis-Griffith, Ph.D., MPH Department of Public Health Academic Complex 137 Western Kentucky University 1906 College Heights Blvd # 1082 Bowling Green, KY 42101-1082 gregory.ellis-griffith@wku.edu
More informationWildlife, Fisheries, & Conservation Biology
Department of Wildlife, Fisheries, & Conservation Biology The Department of Wildlife, Fisheries, & Conservation Biology in the College of Natural Sciences, Forestry and Agriculture offers graduate study
More informationCALIFORNIA STATE UNIVERSITY, SAN MARCOS SCHOOL OF EDUCATION
CALIFORNIA STATE UNIVERSITY, SAN MARCOS SCHOOL OF EDUCATION COURSE: EDSL 691: Neuroscience for the Speech-Language Pathologist (3 units) Fall 2012 Wednesdays 9:00-12:00pm Location: KEL 5102 Professor:
More informationNext Steps for Graduate Medical Education
Next Steps for Graduate Medical Education Osteopathic Graduate Medical Education (OGME) and the Single Graduate Medical Education (GME) Accreditation System A white paper prepared by the American Association
More informationFortis College, Cincinnati Ohio
COURSE CODE: Bio111 Introduction to Anatomy and Physiology Course Description This course is a basic introduction to the structure (anatomy) and function (physiology) of the human body. Correct medical
More informationCourse outline. Code: LFS303 Title: Pathophysiology
Course outline Code: LFS303 Title: Pathophysiology Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 1 Year: 2017 Course Coordinator: Dr Nicole Reinke Email: nreinke@usc.edu.au
More informationContract Promotional Review Committee support for the Pharmaceutical Industry. Medical Affairs Regulatory Legal
Contract Promotional Review Committee support for the Pharmaceutical Industry Medical Affairs Regulatory Legal DISCUSSION TOPICS Situation Review Peer Review Institute Our Services Client Advantages Summary
More informationTHE UNIVERSITY OF THE WEST INDIES
THE UNIVERSITY OF THE WEST INDIES CAVE HILL CAMPUS THE FACULTY OF MEDICAL SCIENCES GRADUATE PROGRAMME REGULATIONS AND SYLLABUSES 2014-2015 WWW.CAVEHILL.UWI.EDU/GRADSTUDIES Every attempt has been made to
More informationMEDICAL ACUPUNCTURE FOR VETERINARIANS
MEDICAL ACUPUNCTURE FOR VETERINARIANS Center for Comparative and Integrative Pain Medicine Merging Modern Medicine with Ancient Wisdom Course Information Why Medical Acupuncture for Veterinarians? Medical
More informationSchool of Pharmacy & Pharmaceutical Sciences
School of Pharmacy & Pharmaceutical Sciences About Trinity Located in the heart of Dublin city and founded in 1592, Trinity College Dublin is an historic university making a modern impact. As Ireland s
More informationUniversity of Missouri - Kansas City. Combined Baccalaureate/M.D. Six Year Medical School August May 1986
CURRICULUM VITAE Work address: St. Louis, MO 63130 (314) 577-8764 email: pratherc@slu.edu Education B.A. Biology M.D. University of Missouri - Kansas City August 1980 - May 1986 University of Missouri
More informationLecturer Promotion Process (November 8, 2016)
Introduction Lecturer Promotion Process (November 8, 2016) Lecturer faculty are full-time faculty who hold the ranks of Lecturer, Senior Lecturer, or Master Lecturer at the Questrom School of Business.
More informationCollege of Veterinary Medicine. Tuskegee University
College of Veterinary Medicine Tuskegee University Admission into the Doctor of Veterinary Medicine Program: The criteria for admission into Tuskegee University College of Veterinary Medicine is determined
More informationIndividual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK
Individual Interdisciplinary Doctoral Program at Washington State University 2017-2018 Faculty/Student HANDBOOK Revised August 2017 For information on the Individual Interdisciplinary Doctoral Program
More informationDepartment of Anatomy and Cell Biology Curriculum
Department of Anatomy and Cell Biology Curriculum The graduate program in Anatomy and Cell Biology prepares the student for a research and/or teaching career with concentrations in one or more of the following:
More informationJoint Board Certification Project Team
in Optometry: Framework Initial Report of the January 27, 2009 JBCPT Mission Statement Develop and propose an attainable, credible and defensible model for in Optometry and maintenance of certification
More informationGlobal Health Interprofessional Program Summer Zambia
Global Health Interprofessional Program Summer 2018 - Zambia Title of Proposed Project School Faculty name Appointed department(s) Assessment of medical and pharmacy student knowledge of antimicrobial
More informationSurgical Residency Program & Director KEN N KUO MD, FACS
Surgical Residency Program & Director KEN N KUO MD, FACS 1 Taiwan Surgical Association Residency Director Meeting September 17, 2011 November 5, 2011 2 Three Stages of Education Undergraduate medical education
More informationfor appointment as Lecturer in Functional/Clinical Anatomy (Confirmation Path) DEPARTMENT OF ANATOMY OTAGO SCHOOL OF MEDICAL SCIENCES
1200415 INFORMATION FOR CANDIDATES for appointment as Lecturer in Functional/Clinical Anatomy (Confirmation Path) DEPARTMENT OF ANATOMY OTAGO SCHOOL OF MEDICAL SCIENCES THE DEPARTMENT'S CONTEXT The origins
More informationPhase 3 Standard Policies and Procedures
Phase 3 Standard Policies and Procedures 2015 2016 The third year of the curriculum is one of the most exciting years of your medical education because it is the first real opportunity for you to be directly
More informationMADISON METROPOLITAN SCHOOL DISTRICT
MADISON METROPOLITAN SCHOOL DISTRICT Section 504 Manual for Identifying and Serving Eligible Students: Guidelines, Procedures and Forms TABLE OF CONTENTS INTRODUCTION. 1 OVERVIEW.. 2 POLICY STATEMENT 3
More informationStrategic Plan Revised November 2012 Reviewed and Updated July 2014
DUKE UNIVERSITY Medical Center Library & Archives Strategic Plan 2011-2016 Revised November 2012 Reviewed and Updated July 2014 Mission Connecting Duke to biomedical knowledge networks. Vision The vision
More informationStatus of the MP Profession in Europe
Status of the MP Profession in Europe John Damilakis, MSc, PhD Prof. of Medical Physics Faculty of Medicine University of Crete, Greece IOMP Chair, E&T Committee EFOMP Vice-President (2014) Basic education:
More informationHealth and Human Physiology, B.A.
Health and Human, B.A. Health and Human, B.A. Requirements The Bachelor of Arts with a major in health and human physiology requires a minimum of 0 s.h., including work for the major, which varies by track.
More informationMedical educators are growing
Longitudinal Pedagogy: A Successful Response to the Fragmentation of the Third-Year Medical Student Clerkship Experience Sigall K. Bell, MD, Edward Krupat, PhD, Sara B. Fazio, MD, David H. Roberts, MD,
More informationPATTERNS OF ADMINISTRATION DEPARTMENT OF BIOMEDICAL EDUCATION & ANATOMY THE OHIO STATE UNIVERSITY
PATTERNS OF ADMINISTRATION DEPARTMENT OF BIOMEDICAL EDUCATION & ANATOMY THE OHIO STATE UNIVERSITY OAA Approved 8/25/2016 PATTERNS OF ADMINISTRAION Department of Biomedical Education & Anatomy INTRODUCTION
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationDr. Tang has been an active member of CAPA since She was Co-Chair of Education Committee and Executive committee member ( ).
2015 CAPA Candidates Profiles For President-elect (alphabetic order): Dr. Ping Tang Dr. Ping Tang is a Professor at Department of Pathology and Laboratory Medicine, University of Rochester Medical Center,
More informationPL Preceptor News June 2012
PL Preceptor News June 2012 In This Issue: Save your spot in the summer Preceptor Live CE webinars Get the new PL Journal Club materials 18 hours of home-study Preceptor Training CE available How to update
More informationContemporary Opportunities and Challenges for teaching Pharmacogenomics to Student Pharmacists
Contemporary Opportunities and Challenges for teaching Pharmacogenomics to Student Pharmacists Kristin Weitzel, Pharm.D., FAPhA Associate Director, UF Health Personalized Medicine Program Associate Chair
More informationCHA/PA Newsletter. Exploring the Field of Hospitalist Medicine. CHA/PA Fall Banquet
Page 1 of 9 Current information about the CHA/PA Physician Assistant Program at the University of Colorado Denver. Is this email not displaying correctly? View it in your browser. CHA/PA Newsletter Read
More informationThe Impact of Postgraduate Health Technology Innovation Training: Outcomes of the Stanford Biodesign Fellowship
Annals of Biomedical Engineering, Vol. 45, No. 5, May 2017 (Ó 2016) pp. 1163 1171 DOI: 10.1007/s10439-016-1777-1 The Impact of Postgraduate Health Technology Innovation Training: Outcomes of the Stanford
More informationLoyola University Chicago ~ Archives and Special Collections
Accession No.: UA1981.65, 1981.74 STRITCH SCHOOL OF MEDICINE OFFICE OF THE DEAN LOUIS DAVID MOORHEAD, M.D., RECORDS Dates: 1931-1940 Creator: Moorhead, Louis David (1892-1951) Extent: 2.5 linear feet Level
More informationGOVERNANCE, APPOINTMENT AND PROMOTION HANDBOOK. Oct 2017 Issue 2, Version 1. Harvard Medical School and Harvard School of Dental Medicine
GOVERNANCE, APPOINTMENT AND PROMOTION HANDBOOK Oct 2017 Issue 2, Version 1 Harvard Medical School and Harvard School of Dental Medicine Table of Contents 1. General Information and Contacts.... 5 1.1.
More informationHSC/SOM GOAL 1: IMPROVE HEALTH AND HEALTHCARE IN THE POPULATIONS WE SERVE.
SOM STRATEGIC PLAN 2017-2020 (with metrics/action plan for 2018) revised 8/30/17 HSC/SOM GOAL 1: IMPROVE HEALTH AND HEALTHCARE IN THE POPULATIONS WE SERVE. Measure of success: Improvement in state ranking
More informationCurriculum Vitae Bharat K. Soni
Curriculum Vitae Bharat K. Soni Business Address One William Jones Drive, Derryberry Hall 305 Tennessee Tech University P. O. Box 5036 Cookeville, TN 38505 Phone: (931) 372-6074 E-mail: bsoni@tntech.edu
More informationStrategy for teaching communication skills in dentistry
Strategy for teaching communication in dentistry SADJ July 2010, Vol 65 No 6 p260 - p265 Prof. JG White: Head: Department of Dental Management Sciences, School of Dentistry, University of Pretoria, E-mail:
More informationImmersion Phase. Phase Directors Bill Cutrer, M.D., M.Ed. Lourdes Estrada, Ph.D. Program Manager Brenna Hansen
Curriculum 2.0: Immersion Phase Phase Directors Bill Cutrer, M.D., M.Ed. Lourdes Estrada, Ph.D. Program Manager Brenna Hansen Program Coordinators Natalie Marler Kacy Morgan Information: immerison.phase@vanderbilt.edu
More informationGame-designed interprofessional education:
Game-designed interprofessional education: Developing, experiencing and implementing the Seniors Healthcare Navigation Challenge Health Sciences Education and Research Commons Health Sciences Council,
More informationFULL-TIME STUDIES IN ENGLISH AT THE FACULTY OF MEDICINE, MEDICAL PROGRAM THIRD YEAR SCHEDULE FOR THE ACADEMIC YEAR 2016/2017 LECTURES
FULL-TIME STUDIES IN ENGLISH AT THE FACULTY OF MEDICINE, MEDICAL PROGRAM THIRD YEAR SCHEDULE FOR THE ACADEMIC YEAR 2016/2017 LECTURES All lectures are held in classroom 9, ul. (with the exception of lectures
More informationThird Year Book Piscataway-New Brunswick. Page 1 of 17
Rutgers Robert Wood Johnson Medical School Third Year Book 2016-2017 The Essentials Piscataway-New Brunswick Page 1 of 17 Frequently Used Phone Numbers/Important Resources Academic Resource Center 732-235-4460
More informationPh.D. in Behavior Analysis Ph.d. i atferdsanalyse
Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved
More informationThe patient-centered medical
Primary Care Residents Want to Learn About the Patient- Centered Medical Home Gerardo Moreno, MD, MSHS; Julia Gold, MD; Maureen Mavrinac, MD BACKGROUND AND OBJECTIVES: The patient-centered medical home
More informationPathways to Health Professions of the Future
Pathways to Health Professions of the Future Stephen C. Shannon, DO, MPH American Association of Colleges of Osteopathic Medicine Copyright 2014 AACOM, all rights reserved. Photo courtesy of LECOM The
More informationSummarizing Webinar Protocol and Guide for Facilitators
Summarizing Webinar Protocol and Guide for Facilitators Bringing STakeholders Together for Engagement in Research for the Selection of Arthroplasty Implant Devices (BeTTER SAID) Title: How can patient
More informationPreparing for Medical School
Our Mission The mission of The Ohio State University Wexner Medical Center is to improve people s lives through innovation in research, education and patient care. Ohio State s College of Medicine aims
More information